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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Arts Honours in Interior Design 
SAQA QUAL ID QUALIFICATION TITLE
99784  Bachelor of Arts Honours in Interior Design 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to provide learners with knowledge and skill that will enable them to engage in solving problems related to Interior Design. Learners will develop research capacity in the methodology and techniques of the discipline. They will be able to further cultivate their design skills by participating in simulations and real life projects. Learners will cultivate the skills required for further specialised study in support of the principles of life-long learning. Through the development of crucial Interior Design-related skills and competencies which are highly attractive to prospective employers, they will be equipped to work in a variety of employment positions in the built environment where they will be able to add value to the organisation in which they are employed.

The Bachelor of Arts Honours in Interior Design is designed to provide learners with knowledge of Interior Design and engage them in solving related problems. This qualification will equip learners with deeper insight into and proficiency in some of the core fields in the Interior Design discipline and guide them in applying such knowledge in a particular context. The aim of this qualification is to produce qualified, competent design professionals and leaders who are able to think critically, strategically and creatively and who are able to solve interior design-related problems in innovative and accountable ways.

Rationale:
Interior Design is an integral component in the built environment, a challenging and expanding field that includes corporate, retail, hospitality, exhibition and residential design. The body of knowledge and core fields that interior designers have to master are Human Environment Needs, Interior Construction, Codes and Regulations, Design, Products and Materials, Professional Practice and Communication. This qualification builds on the broad knowledge base that learners acquired at undergraduate level, extending their knowledge of the core knowledge area and professional practice. This qualification is extended to include a formal academic research component and areas of critical studies that concern local challenges in the built environment. This qualification is also designed to enable learners to pursue further personal and professional development and to promote life-long learning.

Through the development of key Interior Design-related skills and competencies, learners will be prepared to take up a variety of positions in the built environment specifically related to Interior Design. This qualification will also prepare a learner to continue their Interior Design studies at higher levels as a result of the strong emphasis placed on the development of advanced research skills. It demands a high level of theoretical engagement and intellectual independence. It combines the application of theory and basic research practice to guide learners in the development of design solutions that are ecologically sound, suitable to purpose and human needs and solidly grounded in research. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL can be used to admit learners through the RPL process which is governed by the relevant policies.

Applicants who fall outside of the aboveadmission criteria, but who can demonstrate, to the satisfaction of the institution, that they have an appropriate, related qualification, experiential or work-based learning, which has taken the candidate to the equivalent of Level 7 qualification, may be considered for admission intoto this qualification through the RPL process.

Therefore, if an applicant applies for RPL admission, the learning assumed to be in place for the qualification is assessed against exit level outcomes equivalent to the formal learning required for admission. This would include an evaluation of the content as well as the applicant's cognitive and technical competence. Applicants will need to prepare a portfolio against these stated requirements which is then assessed by a team of experts/academics in line with the policy.

RPL can be used to grant the learner exemptions for modules in the qualification.

RPL processes are qualification specific in that, the criteria against which evidence of prior learning must be provided are determined by the learning normally assumed to be in place for qualifications at the level concerned in the field concerned.

Entry Requirements:
  • A Bachelor's Degree in Interior Design, Level 7 or equivalent.
    Or
  • An Advanced Diploma in Interior Design, Level 7 provided a 360 Credits Diploma or appropriate equivalent has been completed. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 8 totalling 120 Credits.

    Modules:
  • Interior Design Theory and Professional Practice, 25 Credits.
  • Research Methodology, 15 Credits.
  • Research Practice A, 15 Credits.
  • Research Practice B, 15 Credits.
  • Interior Solution Design A, 25 Credits.
  • Interior Solution Design B, 25 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop suitable, innovative design solutions for complex design problems that are guided by ethical considerations, as well as economic, ecological and social contexts.
    2. Access, analyse critically and engage with the theories and discourse in the area of Interior Design within the Built Environment.
    3. Apply knowledge of interior construction, codes, regulations, use of resources and project management.
    4. Conduct research that can inform the design process and outcomes as well as explore problems and complex issues pertaining to interior design.
    5. Learn independently and in a self-critical manner to develop competencies suitable for life long professional development and learning as an interior designer. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The ability to develop creative and innovative spatial design solutions is demonstrated.
  • The inherent complexity of the built environment as part of a larger system is understood.
  • An awareness of economic and environmental factors is demonstrated.
  • The relationship between humans and the built environment is understood and applied to design solutions.
  • Knowledge of the ethical requirements and value systems pertaining to the challenges in the local built environment is demonstrated.
  • The interdisciplinary nature of Interior Design and the role of other disciplines such as architecture, brand design and way finding are understood.
  • Relevant documentation and research is analysed and compiled.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The reciprocal relationship between Interior Design practices and the built environment is analysed.
  • Issues in Interior Design practices and the built environment common to both a South African and an international context are critically examined.
  • Processes of knowledge production related to Interior Design are evaluated.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Construction methods, materials and technical requirements in relation to a host building are understood.
  • Various technological aspects and building services relative to the National Building Regulations are understood.
  • Complex interior construction detail drawings are understood.
  • The selection and properties of suitable material and resources are understood.
  • Knowledge of the legal requirements and regulations, key responsibilities and restrictions of the Interior Designer related to the building process is demonstrated.
  • Knowledge of the fee structures, client communication, project administration and management is demonstrated.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • A research design is implemented to investigate a relevant research problem inclusive of project based and applied research, appropriate to Interior Design.
  • Secondary research is reported on by means of a literature study that argues the research problem.
  • Primary research data is analysed to produce research findings and interpreted with insight.
  • Disciplinary appropriate research is conducted ethically under supervision.
  • A research report is written that reflects the research conducted and that provides meaningful recommendations.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Innovative and rational problem-solving techniques are applied to various contexts.
  • A range of solutions to Interior Design problems in a specific context are evaluated.
  • A Portfolio of Evidence that can be used for future reference and development is constructed.
  • Personal learning needs are evaluated in order to facilitate collaborative learning processes.

    Integrated Assessment:
    Formative Assessment:
    Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests and an integrated qualification portfolio based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    Summative Assessment:
    Summative Assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement will include integrated assessments which test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a Portfolio of Evidence (POE) will assess a representative selection of the outcomes practised and assessed. Summative Assessment will also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

    Integrated Assessments will be designed to achieve:
  • An integration of the achievement of Exit Level Outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.
  • The evaluation of learner performance which can provide evidence of applied competence.
  • Criterion-referenced assessment which is clearly explained to, and understood by, the learners and which can be applied in the Recognition of Prior Learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been is compared with similar qualifications offered internationally in terms of the learning content and duration. The institutions are:
  • De Montfort University - United Kingdom Bachelor of Arts (B.A.) (Hons) Interior Design.
  • Leeds Beckett University - United Kingdom BA (Hons) Interior Architecture and Design.
  • Monash (Australia): Bachelor of Interior Architecture.
  • RMIT University (Australia): Bachelor of Interior Design (Honours).
  • Queensland University of Technology (Australia): Bachelor of Design (Honours) (Interior Design).

    Conclusion:
    The key focus of this qualification is on the development of design professionals and leaders who are able to think critically, strategically and creatively and who are able to solve design-related problems in the built environment in innovative ways. The International comparison revealed that the Degree compares favourably and is similar in its approach to the listed international qualifications in terms of its strong focus on research, studio development and critical studies. 
    		•

    ARTICULATION OPTIONS 
    The development of further qualifications in various other specialisations related to the Interior Design disciplines at the institution ensures specific articulation opportunities from this Honours Degree to relevant cognate Masters qualifications.

    This qualification also allows for vertical articulation into Master's Degrees in Interior Design at Level 9 or horizontal articulation into relevant and related Postgraduate Diplomas, Level 8 at South African Institutions of Higher Learning offering accredited qualifications. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. The Independent Institute of Education (Pty) Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.